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Os gêneros textuais como ferramenta didática para o ensino da linguagemSantos, Rosilda Maria Araujo Silva dos 30 March 2010 (has links)
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Previous issue date: 2010-03-30 / Practice with genre in teaching English as a teaching tool, works as outlined in the discursive practice and confirms that the language goes beyond the strictly linguistic form, contributing to capacity building both linguistic and textual and communicative. Sóciodiscursiva interactionist perspective, this research is supported by the theories proposed by Bakhtin ([1979] 2003) of the genres in the interaction, Bronckart (1999) which highlights the sociodiscursive interactionism, Schneuwly and Dolz (2004) and Marcuschi (2003) believe that a proposal of teaching and learning organized from genre, attributing to language and interaction in building the instrumentalization of knowledge and training of the citizen. To investigate ways to use the genre as a tool for teaching language, the research gathered through empirical methodology, the familiarity of the students of the lyrics to the theme
genre, on the campus of a private institution of higher education in the city of Escada, Pernambuco. Based on an analysis of program discipline of participating classes observed the proposed work of teachers and their relation to gender. Interviews were arranged with eighteen students of Letters in the initial period, and twenty in the final period, adopting as a criterion of choice students seeking to teach the Mother Tongue, and an interview with the
teacher to realize their design and their knowledge of genres. Furthermore, we used the textual productions and the statements of students to check to what extent the work in the classroom contributes to the construction of their knowledge, since it is part of the school these students become proficient readers and text producers, and the challenge educators responsible for teaching and learning processes provide the appropriation of the genre
worked, without losing sight of its uses and its social functions. The results demonstrated that the educational institution involved in research work deals with the genre since the first period but receives high school students with little information on the subject, making the reading
and production of texts for students proficient in the first periods of the university. We
conclude this investigation, that although there is an effective work developed by the participating educational institution, there are gaps in the work with the genre in the elementary and high school, pointing to the need to review the teaching practices of mother tongue teaching for those students. A work in this direction will promote a contribution to an effective teacher training, not only in the city observed here as in other institutions for training
teachers of Language Portuguese / A prática com gêneros textuais no ensino de língua portuguesa, enquanto instrumento didático, trabalha a forma delineada no fazer discursivo e confirma que a linguagem ultrapassa os limites da forma estritamente linguística, contribuindo para o desenvolvimento de capacidades tanto linguística como textual e comunicativa. Numa perspectiva interacionista sóciodiscursiva, esta pesquisa está amparada nas teorias propostas por Bakhtin ([1979], 2003) sobre os gêneros discursivos na interação, Bronckart (1999) que evidencia o interacionismo sócio-discursivo, Dolz e Schneuwly (2004) e Marcuschi (2003) que acreditam numa proposta de ensino-aprendizagem organizada a partir de gêneros textuais, atribuindo à linguagem e à interação a instrumentalização na construção do conhecimento e na formação do cidadão. Objetivando investigar formas de se utilizar os gêneros textuais como ferramenta para o ensino da linguagem, pesquisou-se, por meio de metodologia empírica, a familiaridade dos alunos do curso de Letras com o tema gêneros textuais, no campus de uma Instituição privada de Ensino Superior, na cidade de Escada, Pernambuco. Com base numa análise do programa de disciplina das turmas participantes observou-se a proposta de trabalho do professor e sua relação com os gêneros. Foram elaboradas entrevistas com dezoito alunos do curso de Letras no período inicial, e vinte no período final, adotando como critério de escolha alunos que pretendem lecionar a Língua Materna, e uma entrevista com o professor para perceber sua concepção e seu conhecimento sobre gêneros. Além disso, foram utilizadas as produções textuais e os depoimentos dos alunos para verificar até que ponto o trabalho
desenvolvido em sala de aula contribui para a construção do seu conhecimento, visto ser papel da escola tornar esses alunos proficientes leitores e produtores de textos, e o desafio de educadores responsáveis pelos processos de ensino-aprendizagem proporcionar a apropriação do gênero trabalhado, sem perder de vista seus usos e suas funções sociais. Os resultados demonstraram que a instituição de ensino envolvida na investigação, contempla o trabalho com os gêneros textuais, desde o primeiro período, porém recebe os alunos do ensino médio com pouca informação sobre o assunto, dificultando a leitura e produção proficiente de textos pelos alunos nos primeiros períodos do curso superior. Conclui-se, nesta investigação, que embora haja um trabalho eficaz desenvolvido pela instituição de ensino participante, há lacunas no trabalho desenvolvido com os gêneros textuais no ensino fundamental e médio, apontando para a necessidade de uma revisão nas práticas pedagógicas do ensino da língua materna para aqueles alunos. Um trabalho nesse sentido poderá promover uma contribuição aqueles alunos. Um trabalho nesse sentido poderá promover uma contribuição para uma formação docente eficaz, não só no município aqui observado como em outras instituições de formação de professores de língua portuguesa
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Gêneros textuais no livro didático de língua portuguesaBertotti, Karla Simões de Andrade Lima 14 September 2012 (has links)
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Previous issue date: 2012-09-14 / This paper seeks to understand how text genres are worked
in teaching from the analysis done in Portuguese Language Textbook. Therefore, we update the theoretical discussion of textual genres and their implications for teaching Portuguese language through literature in the reference area. This study was based on proposals by Marcuschi (2008),
Sheneulwly & Dolz (2004) and Bronckart (1999), among others, whose attention is focused on the importance of the use of textual genres in the classroom in order to report the student to their daily lives, showing the functionality of
language. We seek also to guide our understanding of the object and emphasize the importance of this field, as well as situate the discussion on public policies that have direct consequences in the classroom, including the
National Curriculum Parameters of Portuguese Language (NCP) and the National Textbook (NPDB), with specific focus on working with text genres. As a resource for the analysis, we used two collections of textbooks belonging to the
same book publisher, comparing their theoretical and methodological approaches in relation to the treatment of text genres. As analysis procedure, we made the presentation of the structure of each chosen LD and the quantitative and qualitative survey of the genres covered in each work. We
highlight the relevance of this approach, in order to encourage and develop the participation of the student-reader in communicative practices in society in order
to contribute to further research on the use of Textual Genres as a pedagogical tool. / Este trabalho busca compreender como os gêneros textuais
são trabalhados no ensino a partir da análise feita em Livros Didáticos de Língua Portuguesa. Para tanto, atualizamos a discussão teórica sobre gêneros textuais e suas implicações para o ensino Língua Portuguesa através da literatura de referência na área. Este estudo fundamentou-se nas propostas de Marcuschi (2008), Sheneulwly e Dolz (2004) e Bronckart (1999), dentre outros, cuja preocupação se volta para a importância da utilização dos gêneros textuais em sala de aula com a finalidade de reportar o aluno ao seu cotidiano,
mostrando a funcionalidade da língua. Buscamos, ainda, para nortear nossa compreensão do objeto e ressaltar a importância dessa temática, situar a discussão nas políticas públicas que têm consequências diretas na sala de aula, nomeadamente, os Parâmetros Curriculares Nacionais de Língua Portuguesa (PCN) e o Programa Nacional do Livro Didático (PNLD), no recorte
específico sobre o trabalho com gêneros textuais. Como recurso para a análise, foram utilizadas duas coleções de livros didáticos pertencentes ao catálogo de uma mesma editora, comparando suas abordagens teórico-metodológicas no que diz respeito ao tratamento dado aos gêneros textuais.
Como procedimento de análise, fizemos a apresentação da estrutura de cada LD escolhido e o levantamento quantitativo e qualitativo dos gêneros abordados em cada obra. Destacamos a relevância desse tipo de abordagem, com o propósito de estimular e desenvolver a participação do aluno-leitor nas práticas comunicativas na sociedade, a fim de contribuir com novas investigações sobre o uso dos Gêneros Textuais como ferramenta pedagógica.
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A intertextualidade em livros didáticos do 9º ano do ensino fundamentalSilva, Gutemberg Lima da 16 March 2015 (has links)
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Previous issue date: 2015-03-16 / Intertextuality is a cognitive, textual and discursive mechanism for the construction of interactional relationships, being used by several lines of work of the social sciences, in the construction and analysis of speeches. The more elaborate and precise the use of intertext, more command of the language the subject demonstrates , deserving, therefore, attention and study to understand this phenomenon. In this dissertation, we discuss the criterion of intertextuality as a constitutive element of the text, from the perspective of social interactionism. However, does the Portuguese language teaching pays attention to this phenomenon? would the textbooks of the Portuguese language address insufficiently or not this issue in the proposed activities to students,? The objective of the research is to investigate intertextuality, based on the analysis of the proposed activities to students in textbooks of the Portuguese Language, in 9th grade. In this dissertation, we discuss the criterion of intertextuality as a constitutive element of the text from the perspective of Social Interactionism. For this, We work with the notion of text by Beaugrande (1997), which is based on three constitution of actions taken in a given communicative event: social, cognitive and linguistic. We also work with the theoretical framework of intertextuality from the Textual Linguistics in Koch (2003, 2004, 2006, 2007, 2009, 2011) and Koch, Bentes and Cavalcante (2007). The objective of the research is to investigate the intertextuality in textbooks of Portuguese Language in 9th grade. Thus, the corpus consists of two textbooks, selected among those approved by the PNLD 2014, by which, quantitatively, chalked up the learning opportunities of intertextuality by categorization stricto sensu - explicit , theme, stylistic and implicit intertextuality - and qualitatively, it analyzes how these learning opportunities of intertextuality are addressed in the book. The results show that the use of intertextuality still holds the aspect of explicit category, basically the direct, indirect and free indirect speeches processes, and thematic intertextuality. The implicit and stylistic intertextuality, in turn, are not covered in the textbooks studied. It is noticed that the intertextuality of learning opportunities are more numerous in reading education axis, with little evidence in the teaching axis of text production. In respect to the axis of Oralidade, no learning opportunities occurrences were found in the analyzed books. The results provide the basis for discussions on the teaching of intertextuality in the Portuguese language classes in schools, showing a change of perspective in attention to this phenomenon in class. / A intertextualidade é um mecanismo cognitivo, textual e discursivo para construção das relações interacionais, sendo utilizado por diversos ramos da ciência social, na construção e análise de textos e discursos. Quanto mais elaborado e preciso for o uso do intertexto, mais domínio da língua/linguagem o sujeito demonstra, merecendo, por isso mesmo, atenção e estudo para compreensão desse fenômeno. Contudo, será que o ensino da língua portuguesa dá atenção a esse fenômeno? Será que os livros didáticos de língua portuguesa, nas atividades propostas aos estudantes, abordariam insuficientemente ou não abordariam essa temática? O objetivo da pesquisa é investigar a intertextualidade, a partir da análise das atividades propostas aos estudantes, em livros didáticos de Língua Portuguesa do 9º ano. No presente trabalho, discutimos o critério da intertextualidade como elemento constitutivo do texto, na perspectiva do Interacionismo Social. Para tanto, apoiamo-nos na noção de texto apresentada por Beaugrande (1997), que se baseia em três ações de constituição realizadas num determinado evento comunicativo: a social, a cognitiva e a linguística. Utilizamo-nos também da fundamentação teórica sobre intertextualidade, a partir da Linguística Textual, em Koch (2003, 2004, 2006, 2007, 2009, 2011) e Koch, Bentes e Cavalcante (2007). O corpus é composto por dois livros didáticos, selecionados entre os aprovados no PNLD 2014, através dos quais, de forma quantitativa, contabilizaram-se as oportunidades de aprendizagem da intertextualidade, a partir da categorização Stricto Sensu intertextualidade explícita, temática, estilística e implícita -, e de forma qualitativa, analisa-se como essas oportunidades de aprendizagem da intertextualidade são abordadas no livro. Os resultados revelam que o uso da intertextualidade ainda se prende ao aspecto da categoria explícita, basicamente aos processos de citação direta, indireta e indireta livre, e à intertextualidade temática. A intertextualidade implícita e estilística, por sua vez, são pouco abordadas nos livros didáticos estudados. Percebe-se que as oportunidades de aprendizagem da intertextualidade aparecem em maior quantidade no eixo de ensino da Leitura, sendo pouco evidenciadas no eixo de ensino da Produção de Texto. No que se refere ao eixo da Oralidade, não há ocorrências de oportunidades de aprendizagem nos livros analisados. Os resultados servem como base para discussões sobre o ensino da intertextualidade nas aulas de língua portuguesa nas escolas, evidenciando uma perspectiva de mudança na atenção a esse fenômeno nas aulas.
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O sentido na linguagem: um estudo enunciativo do verbo nos dialetos soteropolitano e recifenseLima, Daniele dos Santos 05 July 2016 (has links)
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Previous issue date: 2016-07-05 / This research investigated the semantic and semiotic senses of verbs in Salvador and Recife from the discussions dealt with the theory of Enunciation of Émile Benveniste. This was possible because the dialectal form brings meaning to the one who speaks. The notion of sense in Benveniste s theory example cannot be understood without being related to the notion of form. We examined the semantic
relationship of verbs as dialect-index of the subject and of cultural identity based on the theory of Émile Benveniste, from brands of the subject in the language to speak in the language, that is, by placing the tongue when appropriates and uses a dialect. We emphasize that we consider the subject that is established and is in relationship
with each other and with the language in the speech. The methodology used in this study was based on field research and the analysis of the qualitative type, following the instructions of the ALiB (Atlas Linguístico do Brasil). We carried out the data collection interviews with grafematic transcription that were made to the act of investigation in which the subjects were asked to answer questions about the
grammatical class of verbs, since we were looking for verbs as indicators of subjectivity. In the interview, we used an adapted questionnaire which we elaborated according to the reality of each region investigated (Recife and Salvador), for we used the ALiB Morph-syntactic Questionnaire-QMS. We interviewed on the spot 40
subjects of two age groups: between 18 to 30 years and another between 50 to 65 years old, who have completed higher education or even the fifth grade of elementary school. After the analysis of the results, we verified that the subject during the speech reflects his relationship with the language coated with issues of cultural identity. The dialect forms recorded by informants in Recife and Salvador are
endowed with sense, which allows us to understand that the relationship of meaning pertain for who makes use of language. / Esta pesquisa investigou os sentidos semântico e semiótico dos verbos nos dialetos soteropolitano e recifense a partir das discussões tratadas na Teoria da Enunciação de Émile Benveniste (2005; 2006). Essa relação foi possível, pois a forma dialetal traz um sentido para aquele que fala. A noção de sentido na teoria enunciativa de Benveniste não pode ser entendida sem que seja relacionada à noção de forma.
Examinamos a relação semântico-dialetal dos verbos como índice do sujeito e de identidade cultural baseada na Teoria de Émile Benveniste, a partir das marcas do sujeito na língua ao enunciar-se na linguagem, ou seja, ao colocar em funcionamento a língua quando se apropria e utiliza um dialeto. Destacamos que consideramos o sujeito que se estabelece e se constitui na relação com o outro e com a língua no discurso. A metodologia usada neste trabalho foi baseada em
pesquisa de campo e na análise do tipo qualitativa, seguindo as instruções do ALiB (Atlas Linguístico do Brasil). Realizamos entrevistas semidirigidas com transcrição grafemática que foram efetuadas no ato do inquérito no qual solicitamos que os sujeitos respondessem questões relativas à classe gramatical dos verbos, uma vez que procuramos trazer os verbos como indicadores de subjetividade. Na entrevista, utilizamos um questionário adaptado que elaboramos de acordo com a realidade de cada região investigada (Recife e Salvador). Para isso, nos espelhamos no Questionário Morfossintático-QMS do ALiB. Entrevistamos in loco 40 sujeitos de duas faixas etárias: uma entre 18 e 30 anos e outra entre 50 a 65 anos de idade, que tenham concluído o ensino superior ou tenham até o 5º ano do ensino
fundamental. Após a análise dos resultados, comprovamos que o sujeito durante sua fala reflete sua relação com a língua revestida por questões de identidade cultural. As formas dialetais registradas pelos informantes de Recife e Salvador são dotadas de sentido, o que nos permite compreender que as relações de sentido perpassam por quem faz uso da linguagem.
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Transcription and Translation of the 1658 Jesuit Annual Letter, VietnamRichardson, Nathan Joseph 01 June 2018 (has links)
Transcription and Translation of the 1658 Jesuit Annual Letter, VietnamNathan Joseph RichardsonDepartment of Spanish and Portuguese, BYUMaster of ArtsThis project provides a translation and two transcriptions (semi-diplomatic and normalized) of the 1658 Jesuit Annua letter sent from the Tonkin kingdom (now Vietnam) to Jesuit authorities back in Portugal. Specifically, the letter, which is housed in the archives of the worldwide Society of Jesus in Rome (folder 89, Japonica Sinica series, fols 286-290v), reports the progress of the Jesuit mission in that kingdom. However, it also contains a fascinating account of contemporary political and other events there. The purpose of this project is to make this letter accessible to a variety of readers. The English translation makes the letter's contents available to an English readership interested in Portugal's expansion in Asia, especially the activities of Jesuit missionaries in Vietnam; the normalized transcription is aimed at those with similar interests who read Portuguese; and the semi-diplomatic transcription, together with a facsimile of the original manuscript, is intended for those who study the history of the Portuguese language and are particularly concerned with the edition of early modern texts.
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The Perception and Production of Portuguese Mid-Vowels by Native Speakers of American EnglishKendall, Richard Ryan 20 March 2004 (has links) (PDF)
This thesis examines the difficulties that beginning and advanced American learners of Portuguese have correctly perceiving and producing the Portuguese mid-vowels {o} and {e}. The beginning learners were enrolled in their second semester of Portuguese and had rudimentary knowledge of Portuguese. The advanced learners had all lived in Brazil for nearly two years and were enrolled in a more advanced Portuguese course. To test for production, informants were asked to read a group of sentences that contained one hundred occurrences of the Portuguese mid-vowels. Each production occurrence was evaluated as being correct or incorrect by linguistically trained native Brazilians. To test for perception, informants were evaluated on their ability to distinguish between tokens (individual vowel sounds) spoken in context by native Brazilian speakers. These tokens used to test perception were recorded in a professional recording studio in Brazil. The study found that beginning and advanced learners had difficulty perceiving and correctly producing the Portuguese mid-vowels. In the perception study, beginners scored 70% on the {o} section and 68% on the {e} section, for a combined score of 69%. The advanced learners scored 78% on the {o} section and 78% on {e} section, for an average score of 78%. In the production study, the advanced learners scored an average of 42% on the open vowels and 84% on the closed vowels. The beginners scored 23% on the open vowels and 97% on the closed vowels. The most striking finding in the study was that advanced learners scored lower on the closed vowel production section than did the beginners. This was due to a hypercorrection phenomenon in the advanced learners. The advanced learners, once they learned that open vowels exist in Portuguese, seemed to produce them sporadically in their speech. They tended to open many vowels that should have been closed. Beginners, however, rarely used any open vowels in their speech. Beginners showed a strong correlation between perception and production capabilities. Advanced learners, however, did not demonstrate a strong perception-production correlation. The author of this thesis can be contacted at richard@medlar.com
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[pt] MECANISMOS, ESTRATÉGIAS E PROCEDIMENTOS DE ESCRITA EM ALDEIA NOVA, DE MANUEL DA FONSECA / [en] WRITING MECHANISMS, STRATEGIES AND PROCEDURES IN ALDEIA NOVA, BY MANUEL DA FONSECAFABIO DA FONSECA MOREIRA 04 December 2020 (has links)
[pt] A fim de promover mais amplamente e sem qualquer prejuízo para a definição de uma fisionomia do projeto neorrealista para a produção literária e cultural do século XX, esta tese tem como proposta investigar, teórica e criticamente, a produção literária do escritor Manuel da Fonseca. Através da obra
Aldeia Nova (1942), poder-se-á verificar como a realidade é apreendida e reconsiderada na ficção de Manuel da Fonseca, assim como a utilização da palavra reflete o modo como o autor interpreta a realidade. Nesta perspectiva, destacaremos, também, como o ideal neorrealista é reproduzido nos espaços e nas
ações dos personagens de Manuel da Fonseca. Como consequência dessa investigação e à medida em que se desate o nó que poderia aliar o projeto neorrealista a uma proposta compromissada do literário com um aparente desinvestimento em estratégias de escrita em prol de resultados pedagógicos mais eficientes, este estudo buscará, por fim, legitimar a produção literária e intelectual do escritor Manuel da Fonseca como um projeto marcado por uma nova prática de escrita e pelo compromisso político. / [en] In order to propose the definition of a physiognomy of the neorealist project for the literary and cultural production of the 20th century in a broader way and without any undermining, this thesis aims to investigate the writer Manuel da Fonseca through a theoretical and critical approach. Throughout Aldeia Nova (1942) it is possible to verify how reality is apprehended and reconsidered in Manuel da Fonseca s fictional work, as well as the use of the word as a reflection of the way the author interprets reality. In this perspective, we will also highlight how the neorealist ideal is reproduced in the spaces and actions of Manuel da Fonseca s characters. As a consequence of this investigation and as we untie the knot which could link the neorealist project to a committed proposal by the literary with an apparent disinvestment in writing strategies in favour of more efficient pedagogical results, this study will ultimately seek to legitimize the literary and intellectual production of the writer Manuel da Fonseca as an enterprise marked by a new writing method and political commitment.
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[en] SER OR ESTAR: THAT S THE QUESTION!: A DESCRIPTIVE USAGE STUDY AIMING PORTUGUESE AS A SECOND LANGUAGE FOR FOREIGNERS / [pt] SER OU ESTAR: EIS A QUESTÃO!: UM ESTUDO DESCRITIVO DE USOS VOLTADO PARA O PORTUGUÊS COMO SEGUNDA LÍNGUA PARA ESTRANGEIROSBRUNO DE ANDRADE RODRIGUES 09 December 2016 (has links)
[pt] Este estudo, destinado ao ensino de Português como Segunda Língua para Estrangeiros (PL2E), visa à descrição e à sistematização dos usos dos verbos ser e estar articulados a sintagma nominal, sintagma adjetival e sintagma preposicional com base no corpus que compreende 7 episódios da primeira temporada do programa Os Normais, exibida pela Rede Globo de Televisão, no ano de 2001. A análise, orientada por pressupostos funcionalistas, procura evidenciar as condições semântico-sintáticas e sociocognitivas (contextuais) que determinam a seleção entre ser e estar, assumindo como pressuposto básico o caráter significativo e multifuncional dessas formas. Assim, mostramos que os referidos verbos tomam parte na construção do significado das orações em que figuram e que desempenham funções discursivas. Nossa análise permite-nos concluir que são três as ordens de fatores nas quais se baseia a seleção entre ser e estar: a estruturação semântico-sintática da oração; o conjunto de pressupostos que constituem os contextos socicognitivos dos interlocutores; e as funções discursivas a que servem esses verbos. / [en] This study, to be used in the teaching of Portuguese as a Second Language for Foreigners (PSLF), aims at the description and systematization of the uses of the verbs ser and estar connected to a nominal syntagm, to an adjectival syntagm and to a prepositional syntagm. The corpus include 7 episodes of the first season of the sitcom Os Normais, exhibited by the Rede Globo TV Network, in 2001. The analysis, carried out based on funcionalist principles, sought to show the semantic-syntatic and sociocognitive conditions (contextual) that determine the selection between ser and estar, adopting as assumption the meaningful and multifunctional nature from these forms. Therefore, we show that the above-mentioned verbs take part in the construction of the meaning of clauses wherein they occur and that they perform discourse functions. Our analysis enable us to conclude that there are three the types of factors in which the choise between ser and estar is based: the semantic-syntatic structure of the clause; the set of assumptions that constitute the sociocognitve contexts of the speakers; and the discursive functions that these verbs serve.
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The Brazilian-Portuguese MCMI-III: Diagnostic Validity of the Alcohol Dependence and Drug Dependence ScalesMagalhaes, Cristina Lilian 01 January 2005 (has links)
The Brazilian-Portuguese Millon Clinical Multiaxial Inventory-III (BP-MCMI-III) is a newly developed translation of the original MCMI-III and requires validation before it can be used in cross-cultural research and clinical settings. This study was the first validation study with the BP-MCMI-III and examined the validity of its Alcohol Dependence and Drug Dependence scales for identifying substance-related disorders in a Brazilian sample. The diagnostic validity of these scales was examined by comparing participants' scores on the BP-MCMI-III against group status (controls versus patients receiving substance abuse treatment) and against clinical diagnoses made based on a DSM-IV-TR symptom checklist. In addition, diagnostic validity statistics were also computed for both scales. The construct validity of the Alcohol Dependence scale was examined by comparing the subjects' scores with their performance on a Brazilian version of the Alcohol Use Disorders Identification Test (AUDIT). The total sample used in this study consisted of 126 Brazilians residing in the metropolitan area of Rio de Janeiro, Brazil. Of the total sample, 75 were inpatients at treatment facilities for substance abuse and 51 were not receiving treatment for alcohol- or drug-related problems at the time of testing. The results of this study supported the validity of the BP-MCMI-III for diagnosing substance-related disorders among Brazilians.
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Celebrating the April Revolution in the Portuguese Parliament : discursive habits, constructing the past and rhetorical manipulationda Silva Marinho, Cristina M. January 2012 (has links)
This thesis examines the political language and the ideological construction of the national past at the annual commemoration of the April 25 Revolution in the Portuguese parliament. The language of politics during these State commemorations is complex. The speakers of the ceremony are not expected to engage in the everyday politics but to celebrate and remember together the overthrow of the previous regime that occurred on April 25 1974. Nonetheless, behind apparent acts of unity and communion there is political controversy about the nature of the event and its celebration. Mostly this controversy cannot be expressed openly. In order to register the ideological and controversial aspects of these commemorations, the thesis looks at both the overt and the hidden language of the commemorative speeches from left and right political parties. Specifically, the official parliamentary transcripts of the commemorative speeches from left and right political party are analysed at different levels using different methodologies: broad quantitative content analyses of large numbers of speeches and fine critical discursive analysis of specific parts of particular speeches. A broad quantitative content analysis of wole speeches reveals the patterns of themes and terms mentioned in the speakers accounts of the past. By looking at the presence and absence of explicit themes and terms, the analysis suggests that accounts of the past in the parliamentary commemoration of the April Revolution differ along political and ideological lines. This is also apparent in the customary ways of greeting the audience right at the start of the speeches. This analysis combines a quantitative content analysis of the formal greetings over time with an analysis of the rhetorical meanings of particular terms. The analysis of greetings also shows the sexism of the customary and also the development of ritual forms. In order to examine the complexity of this sort of speech, it is necessary to move to in-depth qualitative analysis of parts of specific speeches. The analysis of the beginnings of two speeches given at the 2004 commemoration, namely, from the speaker of the far-right Democratic and Social Centre/Popular Party (CDS-PP) and from the far-left Portuguese Communist Party (PCP), shows that both speakers presented controversial versions of the past but did not do so in direct ways. The speaker from the CDS-PP uses a number of rhetorical devices including omissions and distortion in order to conceal his meanings, while appearing to celebrate a Revolution to which his party was ambivalent. On the other hand, the speaker from the PCP also uses manipulative devices but he does not do so in order to hide the ideology of his message but to make it clearer. The thesis argues for the importance of analysing hidden ideological messages as well as for distinguishing between a speaker manipulating the presentation of their ideology and a speaker manipulating the evidence in order to present their ideology clearer.
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